REFLECTIONS ON ENGLISH GRAMMAR TEACHING IN MIDDLE SCHOOL.docx
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REFLECTIONS ON ENGLISH GRAMMAR TEACHING IN MIDDLE SCHOOL.docx
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REFLECTIONSONENGLISHGRAMMARTEACHINGINMIDDLESCHOOL
REFLECTIONSONENGLISHGRAMMARTEACHINGINMIDDLESCHOOL
摘要:
为适应社会的变化和需求,中学的英语教学迅速地从传统的教学法转变为现行的交际教学法,致使不少学生语法知识薄弱,口语交际及写作中都带有大量的中国式的英语短语或句子,为使学生学好这门交际语言学科,老师应在生动有趣的听说练习中有机地融进语法知识。
师生合作,全面提升学生的英语水平。
关键词:
传统教学法;交际教学法;语法意识;实用型的英语人才
Ⅰ.ThebasicrecognitiononEnglishgrammar
A.Thefunctionofgrammarandthemeaningofgrammarteaching
Grammarisarulethatmakesupsentenceswithwords.Itisalsoaformedelementofthelanguagesystemanditisanobjectivesummaryofthestructureregularityoflanguage.“Becauseofhavingtheknowledgeofgrammar,peoplecanbegiventheideasbylanguagewiththeshelloflanguageofthesubstance.”1“Peoplewanttounderstandlanguageanduselanguageexactlyandclearly,itishardtoimaginethesituationifpeopledon'tunderstandtherulesofgrammar.Ifpeopledon'tfollowtherulesofgrammarandrandomlypilethewords,theymaynotexpressfeelingsandmeaningscorrectlyandclearly,andmaynotbeunderstoodbyotherpeopleandmayalsonotcommunicateideasandthoughts.Supposethelanguageswanttobecomethetoolsofcommunication,thentheirstructureordersmustconformtotherulesofgrammarestablishedbyusageanduniversallyaccepted.”2
IntheEnglishlanguageteaching,ifwepayattentiontoteachingandtrainingofthegrammarknowledge,wecanstandardizethestudents'habitsbywhichthestudentsmakeupsentenceswithwords,andtraintheirthinkingoflanguage.Doingsomakesthemusethecorrectandcleargrammarrulestocommunicateandwrite.IfweteachlessornotteachthegrammarknowledgeintheEnglishlanguageteaching,drilllessornotdrillthegrammarknowledge,thestudentswillnotmakeupsentenceswithwordscorrectlyandformtheirgoodhabitsoflanguageandgraspEnglishcharacterandcorrectly,clearlyandsmoothlycommunicateandwrite.
B.ThetaskofEnglishgrammarteaching
ThebasictaskofEnglishgrammarteachingis:
letthestudentsmastertheruleofEnglishwordingandphrasingandtraintheirthinkingoflanguageandformthegoodabilitytoexpresslanguage,thenfurtherdeveloptheirbetterEnglishcommunicativeabilities.ItisanimportantconditiontograsptherulesofEnglishwordingandphrasingandexpressideasinEnglishexactlyandclearly.IfpeoplewanttouseEnglishlanguageprecisely,theymusthavesomegrammarknowledgetoguidethem.Byobservingsomebeginners'so-calledChinglish,whycantheyhavethesituation?
Wecanfindithastworeasons:
first,theydon'tunderstandtherulesofchoiceofwordsandbuildingofsentencesorcopytheChineseusage,thereforetheirwordscan'tbeunderstoodormisunderstoodbytheotherside.Secondly,theyarelackinginsomeculturalknowledgesandnationalconditionsknowledgeofEnglish-speakingcountries.Theirwordsandlanguagecan'taccordwithcustomsandhabitsofEnglish-speakingcountries.Soletthestudentsgraspcertaingrammarknowledge,itisanecessaryconditiontolearntocommunicatewithpeopleinEnglish.“Studiesshowthatunderstandingthegrammarknowledgecanpromotetheacquiredprocessoflanguage.”3
Ⅱ.ContrastingtraditionalEnglishteachingandcurrentEnglishteaching
A.ThebasiccharacteroftraditionalEnglishteaching
1.ThemodeloftraditionalEnglishteaching
InpreviousEnglishteaching,teachingmodelisverysimple.Inclass,teachersalwaysfirstteachnewwordsandstandardlyreadthetextsandtranslatethepassages,thentheyanalyzeandexplainthephrasesandsentencepatternsinthetexts,andsimplysummarizethecharactersofgrammarappearinginthetexts.Atlast,theteacherasksthestudentstomimicsightsaboutthegrammarknowledgepointsinthetextandgivethemsomewrittenexercises,andletthemdrillagainandagaininordertoattainthepurposethattheyreviewandconsolidatethegrammarknowledgepoints
Insuchateachingmodel,theteachersespeciallypayattentiontoexplaininganddrillingthegrammarknowledge.Sothestudents'knowledgeofgrammararegraspedwell,theirwrittencompositionsareverystandardandprecise.However,insuchateachingmodel,theteachersteachtoomuch,thestudentsdrilltoomuch.TheyhaveoralEnglishlessordonotspeakEnglish.Thereforethestudents'abilitiestoreadandwriteareverygood,buttheirabilitiestolistenandspeakareverypoor.
2.ThecharacterofgrammarteachingintraditionalEnglishteaching
IthinkthattheteachersspeciallypayattentiontoexplainingthegrammarknowledgeinthetraditionalEnglishteaching.However,“Explainingofthegrammarknowledgehasthreeaspects:
formsofwordsorsentencestructures,grammaticalmeaning,therulesofusing.”4Forexample,explainingEnglishpluralnounsisasfollows:
howtoformthepluralnouns,themeaningsofpluralnouns,howtousetherules.
Inordertoconsolidateandreviewtheexplainedgrammarknowledges,theteachersconductthestudentstodrillthem.Butthedrillsareoftenwrittendrills,notoralones.Drillshavealotofways.Forexample,“DrillcanbedividedintoAccompanyingDrill,SpecialDrill,HelpfulDrillandCheckingDrill.AccompanyingDrillaimsathavingdrillsduringtheprocessoftheexplainingthegrammarknowledge.Itoftenasksthestudentstoanalyzethepracticalexamplestaughtandgivesomeexamplesbythemselvesduringtheprocessofexplaining.Forexample,aftertheteacherfinishesexplainingtheformingrulesofpluralnouns,thenletthestudentsspeakoutthepluralformsofgivennounsbythemselvesortheythemselvessayanounanditspluralform.ThepurposeofAccompanyingDrillistotestthestudentswhethertheyreallyunderstandtherulestaughtsothattheteacherdecidestheprocessofteaching.Specialdrillisoftenfinishedaftertheprocessofexplaininglater.TheDrillwillbeheld.Weusuallytakeadvantageofthespecialgrammarexercisestohaveadrill.ThepurposeofSpecialDrillistoconsolidatethelearnedknowledgeandimprovetheabilitytouse,soitiscalledConsolidatoryDrill.TheDrillinthegrammarteachingistesting,aimingatcheckingthestudentswhethertheyunderstandthecontentstaughtandusetheminpracticalexamples.Butitcanbehelpful.”5
TraditionalEnglishteachingmethodisTheGrammar-TranslationMethod,thatis,“Mothertongueisbasicintheprocessofclassteaching.Itisessentialforcommunicationmediumandteachingmedium.SoitincludesalargenumberoftranslationsofEnglishandChineseduringtheprocessofteaching.”6IthastwoteachingmethodsaboutTheGrammar-TranslationMethod:
thedeductivemethodandtheinductivemethod.“Thedeductivemethodisateachingmethodfromabstracttoconcreteandfromcommonsituationtoindividualsituationswhenusingthemethod.Theteacherfirstexplainsthedefinitions,rules,thentakesomeexamplestoproveandinstruct.”7Theteachingmodelistoexplainandtakeexamples→toanalyzethepracticalexamples→toreadtheteachingmaterialsordrill.Thegrammarrulesmustbeexplainedcorrectlyandclearlyinthedeductiveteachingmethod.Doingsoistoletthestudentscatchiteasily.Butthismethodhassomedisadvantages,sinceitmakesthestudentsdependontheteachersverymuch.Thestudentsforgetthelearnedlanguageknowledgeeasilywiththismethod.Thedeductiveteachingmethodattachesimportancetoformsinsteadofusages.Oneofthereasonsisthattheteachersexplaintoomuch,thestudentslesspositivelytakepartintheaction.Thestudentsfallintothesituationsofpassivestudying.Nowwecantrytotaketheformingrulesofpluralnounsforexample:
a.Showingword.Thewordscanbenewwordsorfamiliarwords,buttheirendsmustbewhole.Theseexamplesareasfollows:
b.Explaining.Illustratetheformsofsingularnouns,meaning,joiningarticlesandprobabletranslations,atthistime,theexamplesturnasfollows.
c.Goingonexplaining.Illustratethemeaningsofpluralnounsandformingrules.Afterexplaining,theexamplesarelikethefollowingforms.
“TheInductivemethodisateachingmethodfromconcretetoabstractandfromindividualsituationstocommonsituations.”8Usingtheinductivemethod,theteacherfirstshowsthepracticalexamples,thentheteacherandthestudentsobserveandanalyzethem.Atlasttheteacherputsthemtosumupdefinitionsandrules.Thecommonteachingmodelis:
toanalyzethepracticalexamples→tointroducetherules→toreadtheteachingmaterialsordrills.Theinductiveteachingmethodcanmakethestudentsstrengthenthetouchtothelanguage.Anditcanalsohelptofosterthestudent'sfeelingoflanguage.Byanalyzingandsumminguptheregularityoftheuseoflanguage,doingsocandeepentheunderstandingofusages.Theinductiveteachingmethodpaysmoreattentiontotheusageoflanguageinsteadofexpressingformsoflanguage.let'strytotaketheModalVerbsinmyteachingforexample.a.Showingthepracticalexamples
e.g.Wemuststudyhard.
HecanspeakEnglishwell.
Youmaygoouttonight.
b.observingandanalyzingthem
T:
Pleasepointoutthepredicatesofthesesentences.
S:
Muststudy,canspeak,maygoout.
T:
Whatdothefirstpredicatesaboutthesesentencesmean?
S:
Indicatingobligation,indicatingability,indicatingpermission,theyexpresstheModalVerbs.
T:
Pleasespeakoutthepersoninthesecondsentence.
S:
“He”.Itisthesingularformofthethirdpersonalpronoun.
T:
Whynotadd“-s”to“can”?
S:
Can'tanswer.Ianswer.TheModalVerbshavenopersonalandnumeralchanges.T:
WhatfollowstheModalVerbs?
S:
Verb.
c.Summingup
Accordingtothenoteswrittenontheblackboard,thestudentscansummarizethemeaningsandusingrulesoftheModalVe
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